scholarly journals Small but Multi-functional: Response Tokens in Content Language Integrated Learning Interaction

2017 ◽  
Author(s):  
Arab World English Journal ◽  
Sabria Salama Jawhar
Keyword(s):  
Conversation Analysis ◽  
Corpus Linguistics ◽  
Language Use ◽  
Classroom Interaction ◽  
Integrated Learning ◽  
Linguistic Features ◽  
Teachers And Students ◽  
The Difference ◽  
Interactional Functions ◽  
The Relationship

This paper is an investigation of language use inside a content language integrated learning (CLIL) classroom at Saudi tertiary level. It examines the difference in language use between teachers and students in four subject-specific classrooms in which English is used as a medium of instruction. The study is informed by corpus linguistics (CL) and uses the principles and theoretical underpinning of conversation analysis (CA). It identifies the most frequent linguistic features of CLIL and examines their diverse interactional functions in this context. Amongst the most frequent linguistic features in CLIL are short response tokens such as “yes” and “no”. Using a micro-analytic approach to conversation analysis, a closer look at the data shows the students’ ability to use small and limited linguistic resources to accomplish multiple interactional functions such as taking the floor, taking turns and, most importantly, displaying orientation to knowledge. The data reflected the relationship between frequency and meaning construction. With regard to the difference in language use between teachers and students with regard to comes to short response tokens, the study shows some common interactional uses of response tokens between teachers and students, such as agreement, acknowledgement, response to confirmation checks and yes/no questions. On the other hand, it shows some exclusive interactional use of the same token by teachers and students. Finally, the paper emphasises the relationship of language, interaction and orientation to content knowledge in CLIL classrooms. Pedagogically, the findings have implications for teachers’ language use and for increased classroom interaction.

Conversation Analysis

2021 ◽  
pp. 9-32
Author(s):  
Jenni Ingram
Keyword(s):  
Conversation Analysis ◽  
Classroom Interaction ◽  
Mathematics Classrooms ◽  
Inductive Approach ◽  
Teachers And Students ◽  
Patterns Of Interaction

Conversation analysis offers an inductive approach to the analysis of classroom interaction. With its roots in ethnomethodology, conversation analysis is underpinned by some key principles that focus on how the learning of mathematics is made visible through teachers’ and students’ interactions. Using the tools developed by conversation analysts, the structures and patterns of interaction within mathematics classrooms can be described to reveal what it means to learn, and what it means to do, mathematics in school classrooms. This approach foregrounds what teachers and students themselves treat as learning and doing mathematics and reveals the multifaceted role of interaction in these processes.

He Said. She Said: Exploring the Differences in the Language of Male and Female

2015 ◽  
Vol 16 (1) ◽  
Author(s):  
Jerald U. Saculles
Keyword(s):  
Language Use ◽  
Syntactic Complexity ◽  
Linguistic Features ◽  
Language Preference ◽  
Men And Women ◽  
Male And Female ◽  
Language Differences ◽  
Good Taste ◽  
John Gray ◽  
The Difference

John Gray, in his book Men are from Mars, Women are from Venus, explored the differences in the behaviors and languages of men and women by means of his eponymous metaphor that men and women are from distinct planets and that each gender is acclimated to its own planet’s society and customs, but not to those of the other. This metaphor is anchored on the Difference Theory, popularized by Deborah Tannen, which examines the effect that gender has on language use. This study, therefore, is an attempt to explore differences in male and female language in English, Filipino, and Iloco. It seeks to determine the linguistic features that characterize the language of the two groups represented by 100 students from LORMA Colleges. These include language preference; linguistic borrowing; dynamics of code-switching; use of adjectives in English Filipino, and Iloco; and syntactic complexity. Language differences also cover topic preferences of men and women; topics considered not in good taste for conversation, taboo words and the euphemisms used to skirt them, the use of cathartic expressions, the use of cuss words, reasons for uttering cuss words, and the source of learning cuss words. Furthermore, this study also explores how men and women perceive each other’s language, and they’re own.

WHAT DOES FREQUENCY HAVE TO DO WITH GRAMMAR TEACHING?

2002 ◽  
Vol 24 (2) ◽  
pp. 199-208 ◽  
Author(s):  
Douglas Biber ◽  
Randi Reppen
Keyword(s):  
Learning Process ◽  
Real World ◽  
Corpus Linguistics ◽  
Language Use ◽  
Empirical Studies ◽  
Grammar Instruction ◽  
Materials Development ◽  
Grammar Teaching ◽  
Actual Use ◽  
The Relationship

Using frequency findings from corpus linguistics, this paper explores the relationship between the information presented in ESL-EFL materials and what is known about actual language use based on empirical studies. Three aspects of materials development for grammar instruction are discussed: the grammatical features to be included, the order of grammatical topics, and the vocabulary used to illustrate these topics. For each aspect, we show that there are often sharp contrasts between the information found in grammar materials and what learners encounter in the real world of language use. In our conclusion, we argue that a selective revision of pedagogy to reflect actual use, as shown by frequency studies, could result in radical changes that facilitate the learning process for students.

ELF interactions in English-medium engineering classrooms

ELT Journal ◽  
2020 ◽  
Vol 74 (4) ◽  
pp. 418-427
Author(s):  
Kari Sahan
Keyword(s):  
Language Use ◽  
Classroom Interaction ◽  
Classroom Interactions ◽  
Observation Data ◽  
Student Interactions ◽  
Teacher Student ◽  
Teacher Student Interactions ◽  
Teachers And Students ◽  
English Medium Instruction ◽  
Communicative Strategy

Abstract At many universities, English serves as a lingua franca (ELF) between teachers and students for whom English is not their L1. Despite the spread of English-medium instruction (EMI), empirical research on the nature of teacher–student interactions in EMI classrooms remains limited. This study examines the use of ELF in EMI engineering classes at a university in Turkey to explore how teachers and students use code-switching as a communicative strategy in classroom interactions. Data were collected and analysed using a qualitative approach. Nearly 14 hours of classroom observation data were collected from three lecturers and analysed according to patterns of classroom interaction and language use. The findings suggest that teachers and students prioritize communicative efficiency over an adherence to monolingual, NS norms in classroom interactions. Pedagogical implications are discussed for ELT specialists tasked with preparing students for academic study in English and supporting content lecturers in EMI settings.

scholarly journals Corpus Linguistics, Learner Corpora, and SLA: Employing Technology to Analyze Language Use

2019 ◽  
Vol 39 ◽  
pp. 74-92 ◽  
Author(s):  
Tony McEnery ◽  
Vaclav Brezina ◽  
Dana Gablasova ◽  
Jayanti Banerjee
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Corpus Linguistics ◽  
Language Use ◽  
Learner Corpus ◽  
Learner Corpora ◽  
Corpus Studies ◽  
Learner Language ◽  
The Relationship

AbstractIn this article we explore the relationship between learner corpus and second language acquisition research. We begin by considering the origins of learner corpus research, noting its roots in smaller scale studies of learner language. This development of learner corpus studies is considered in the broader context of the development of corpus linguistics. We then consider the aspirations that learner corpus researchers have had to engage with second language acquisition research and explore why, to date, the interaction between the two fields has been minimal. By exploring some of the corpus building practices of learner corpus research, and the theoretical goals of second language acquisition studies, we identify reasons for this lack of interaction and make proposals for how this situation could be fruitfully addressed.

Introduction

2016 ◽  
Author(s):  
Joseph Gafaranga
Keyword(s):  
Conversation Analysis ◽  
Language Use ◽  
Research Direction ◽  
Code Switching ◽  
Negative Attitudes ◽  
Advanced Level ◽  
Concurrent Use ◽  
Interactional Functions ◽  
New Research ◽  
The Right

Research in code-switching, undertaken against the backdrop of very negative attitudes towards the concurrent use of two or more languages within the same conversation, has traditionally been geared towards rehabilitating this form of language use. From being seen as a random phenomenon reflecting the user’s lack of competence, code-switching is currently seen as sign of an advanced level of competence in the languages involved and as serving different interactional functions. However, as a result of its success, the research tradition now faces an entirely new challenge: Where to from here? How can research in code-switching continue to be relevant and interesting now it has largely achieved its original purpose? This chapter outlines the case for a new direction in research in code-switching, foregrounds the need for mainstreaming bilingualism studies and suggests an inductive perspective, based on Conversation Analysis, as the right methodology for this new research direction. The chapter also outlines the organisation of the book as based on the notion of text as colony.

When “difference” is “dominance”: A critique of the “anti-power-based” cultural approach to sex differences

1992 ◽  
Vol 21 (4) ◽  
pp. 547-568 ◽  
Author(s):  
Aki Uchida
Keyword(s):  
Sex Differences ◽  
Social Interaction ◽  
Language Use ◽  
Male Dominance ◽  
Cultural Approach ◽  
Sexual Division Of Labor ◽  
Conversational Style ◽  
The Difference ◽  
Different Cultures ◽  
The Relationship

ABSTRACTThis article analyzes the dichotomization of two opposing approaches to studying sex differences in language use: the “difference/cultural” approach, which treats women and men as having “different but equally valid” rules of conversation, and the “dominance/power-based” approach, which focuses on male dominance and sexual division of labor in talk. I critique the stance taken by the difference approach. First, its notion of women and men as belonging to different “cultures” is too simplistic to account for everything that occurs in mixed-sex conversation. Second, the dichotomization of “power” and “culture” as two separate, independent concepts is inappropriate, because social interaction always occurs in the context of a patriarchal society. As a direction for further research, I propose that the relationship between gender and language should be approached from the viewpoint that we are doing gender in interaction. (Sociolinguistics, communication, conversational style, gender, sex differences)

scholarly journals Technology and language learning

2020 ◽  
Vol 13 (3) ◽  
pp. 103-120
Author(s):  
Huzairin Huzairin ◽  
Gede Eka Putrawan ◽  
Bambang Riadi
Keyword(s):  
Language Learning ◽  
Language Use ◽  
First Language ◽  
Future Research ◽  
Efl Learners ◽  
Mobile Assisted Language Learning ◽  
The Mean ◽  
Online Activities ◽  
The Difference ◽  
The Relationship

A considerable number of studies on mobile-assisted language learning have been conducted, but less attention has been paid to online informal learning of English as a Foreign Language (EFL) performed using smartphones among undergraduate EFL learners in Indonesia. Thus, this study was specifically aimed at investigating EFL learners’ most frequently-performed EFL learning activities through smartphones, the predominant online language use, and the relationship between EFL learners’ predominant online language use and their perceived EFL proficiency. The study adopted a quantitative approach. The findings reveal that the participants still more frequently access content and information from their smartphones for receptive rather than interactive/productive online activities. Indonesian, which is the participants’ first language, is still predominantly used for their online activities. The mean score of the perceived EFL proficiency of those who frequently perform online activities in English is statistically and significantly higher than those performing online activities in Indonesian. Overall, the mean score of the perceived EFL proficiency of those performing online activities in English is higher than those in Indonesian, although the difference is not statistically significant. Finally, the study’s implications with suggestions for future research are discussed.

scholarly journals A CONSIDERATION OF THE DIFFERENCE BETWEEN THE SPOKEN AND WRITTEN ENGLISH OF NATIVE SPEAKERS AND JAPANESE LEARNERS: A CORPUS-BASED STUDY

2015 ◽  
Vol 8 (1) ◽  
pp. 37 ◽  
Author(s):  
Shin’ichiro Ishikawa
Keyword(s):  
Language Use ◽  
Native Speakers ◽  
Production Mode ◽  
Learner Corpus ◽  
Japanese Learners Of English ◽  
The Difference ◽  
Japanese Learners ◽  
The Relationship

It is often said that speeches and writings vary greatly with regard to vocabulary and grammar. However, how these differences can be seen in language use by English native speakers and non-native speakers has not been wholly elucidated. The current study, using the International Corpus Network of Asian Learners of English (ICNALE), quantitatively compares topic-controlled speeches and writings by native speakers and Japanese learners of English. Our learner-corpus-based analyses revealed that the difference is not as substantial as widely believed for native speakers in terms of highly frequent words, frequency of eleven textual indices, statistical positioning of individual samples, clustering structure of the indices, and the relationship between the production mode and the indices.

Sign in / Sign up

Export Citation Format

Share Document